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Ă X@eK *6*' .`W 7[םĂfoo"N 0T z$GXAby$GXAby?mmIENDB`_;(Z J/ 0|DArialsworthanttl/x: 0DGaramondrthanttl/x: 0 DTimes New Romanttl/x: 00DWingdingsRomanttl/x: 0@DCharlesworthanttl/x: 0R@0.  @n?" dd@  @@`` "f     ?b$@.0K ' DR$[[Hږ;'b$KjaΞNAЌZ8 0AA@83P4 ʚ;ʚ;g4KdKdhx: 0ppp@ <4dddd@ 0tH/ 80___PPT10 ?  O  =4 CHAPTER 1  #Introducing the GAL Volunteer Role $"Unit 1 Welcome WThe purpose of this training is to develop volunteers who are competent, reasonably autonomous, and able to exercise good judgment in their role as GAL volunteers. It is designed to model values important to GAL volunteer work, including autonomy, responsibility, self-awareness, respect for differences, critical thinking, and collaboration. XXXUnit 2 The Mission of the Guardian ad Litem (GAL) Program  Y&S&*Our mission is to speak for the best interests of abused and neglected children who are involved in the juvenile courts. We work with state and local volunteer guardian ad litem programs to promote and support quality volunteer advocacy to help assure each child a safe, permanent, nurturing home. +)z Child Advocates  && VUnit 3 Principles & Concepts That Guide GAL Volunteer Work  W&Q&What Is  Best Interest ? The Role of the GAL Volunteer The Responsibilities of the GAL Volunteer The GAL Volunteer s Relationship with the Child Relationship Boundaries with Children & Families Minimum Sufficient Level of Care  0What Is  Best Interest ?@National CASA interprets the  best interest of the child standard to mean that to determine the best interest of the child, the GAL volunteer should __________ the child he/she is appointed to advocate for well enough to form _______________ ___________ recommendations to the court that address the child s _________, and know appropriate _____________ to meet those needs. The GAL volunteer also informs the court of the child s __________, whether or not those wishes are, in the opinion of the GAL volunteer, in the child s best interest. $!Z The Role of the GAL Volunteer  The Role of the GAL VolunteerInvestigation You carry out an objective, systematic examination of the situation, including relevant history, environment, relationships, and needs of the child. Facilitation You identify resources and services for the child and facilitate a collaborative relationship between all parties involved in the case, helping to create a situation in which the child s needs can be met. Advocacy You speak up for and plead the case of the child for whom you are appointed. Monitoring You keep track of whether the orders of the court, as well as the plans of the child protective services agency, are carried out, and you report to the court or collaborate with the child protective services agency when any of the parties do not follow those orders and plans PP2P PP2P PP2MP PP2P  L      )The Responsibilities of the GAL Volunteer**&  )The Responsibilities of the GAL Volunteer**&RReviewing records; Interviewing appropriate parties involved in the case, including the child; Determining whether a permanent plan has been created for the child in accordance with federal and state laws and whether appropriate services, including reasonable efforts, are being provided to the child and family; Submitting a signed written report with recommendations to the court on what placement, visitation plan, services, and permanent plan are in the best interest of the child; Attending court hearings; Maintaining complete records about the case, including appointments scheduled, interviews held, and information gathered about the child and the child s life circumstances; and Returning all case records and notes to the GAL program when the case is closed or when the volunteer closes the case.*PP*RThe Volunteer s Relationship to the Child**&  %Relationship Boundaries with Families&&&^It is helpful at the very beginning of your relationship with a family to be clear about what you can help with and what you can t. Some families have several agency workers involved with them and get confused when one worker is able to help them with a task, while another can t or won t. The degree of emotional involvement that GAL volunteers have with children and their families is likely to be significant. This requires some boundary setting defining what you can and will do and what is outside of your role. Your goal as a GAL volunteer is to remain empathetic to the family while remembering that the child is your focus. It is important to be objective, to remain detached enough to see clearly the child s and family s situation and needs. To be successful as a GAL volunteer, you must care about the families of the children, but you cannot live their lives for them. It is important to have a full personal life of your own. B~E   Minimum Sufficient Level of CarejRemoval of a child from his/her home because of abuse and/or neglect is a drastic remedy. Because removal is so traumatic for the child, both law and good practice require that agencies use lesser interventions when it is possible to do so and still keep the child safe. To decide if removal is the most appropriate course of action, agencies use a standard often referred to as the  minimum sufficient level of care (MSL). This standard describes what must be in place for the child to remain in his/her home. The same standard is also used to determine whether or not parents have made sufficient progress so that a child can be safely returned to the family home. The minimum sufficient level of care is determined by a number of factors, each of which must be looked at specifically in relation to the case at hand. 6Z6The Reasons  Minimum Sufficient Level of Care Is Used as a Standard Include:.N " It maintains the child s right to safety and permanence while not ignoring the parents right to their children. It is required by law (as a practical way to interpret the  reasonable efforts provision of PL 96-272). It is possible for parents to reach. It provides a reference point for decision-makers. It protects (to some degree) from individual biases and value judgments. It discourages unnecessary removal from the family home. It discourages unnecessarily long placements in foster care. It keeps decision-makers focused on what is the least detrimental alternative for the child. It is sensitive across cultures.oZoYUnit 4 Attitudes, Values & Skills That Enhance GAL Volunteer Work  Z&T&Professionalism Ethics, accountability, confidentiality, resourcefulness, critical thinking, and good judgment Interpersonal Competence Nonjudgmental, respectful, collaborative, self-aware, and assertive Cultural Sensitivity Vital in working effectively with children and familiesZ_ZZDZZ8Z_D8  /T   0` 3333ff3` 3333f33ff3` "3333̙ff3` Kf3̙` &e̙3g3f` f333̙po7` ___f3̙;/f9` ff3Lm` ff3LmNLm>?" dd@*?nAd@q<nAqFLK#M n?" dd@   @@``PR    M`2p>>L0 &@(    Hl? ?" `}  X Click to edit Master title style!!  @  H ? ?" `  RClick to edit Master text styles Second level Third level Fourth level Fifth level!    S    6 #" `] `}  ^*     68 #" ``   d*       6 #" `] `}  d*       C @ABCDE FjJ@3"0`B  s *DjJ"0 `0H  0޽h ? ___f3̙;/f9___PPT10i.  +D=' -= @B + Edge  0L0  P(    HL)? ?"@ ) X Click to edit Master title style!!    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L advocatus, fr. pp. of advocare to summon, fr. ad- + vocare to call -- more at VOICE] 1: one that pleads the cause of another; specif: one that pleads the cause of another before a tribunal or judicial court 2: one that defends or maintains a cause or proposal. ad-vo-cate vt -cat-ed; -cat-ing: to plead in favor of, syn see SUPPORT<0     ' J4     F d H S 4A1definitionY e !%H H 0޽h ? ___f3̙;/f9___PPT10i.ѽ +D=' -= @B +  0L0  $(   r  S - `}  - r  S h- ` - H  0޽h ? ___f3̙;/f9___PPT10i.ѽ0+D=' -= @B +#  0L0 1) 0(  0r 0 S - `}  - r 0 S \- ` -  0 6-"`,$ 0 >know0 0 6-"`i ,$ 0 >fact0 0 6-"`q,$ 0 ?based0 0 6-"`0 0P ,$ 0 ?needs0 0 6-"` ) ,$  0 C resources 0   0 6-"` $ ,$  0 @wishes0H 0 0޽h ? ___f3̙;/f9___PPT10.׽P+*BD' -= @B D' = @BA?%,( < +O%,( < +D' =%(D)' =%(D' =A@BBBB0B%())))?D' =1:Bvisible*o3>+B#style.visibility<*0%(D' =%(D=' =A@BBBB0B%(D' =0l9 CCBB*<3<*0D' =%(D)' =%(D' =A@BBBB0B%())))?D' =1:Bvisible*o3>+B#style.visibility<*0%(D' =%(D=' =A@BBBB0B%(D' =0l9 CCBB*<3<*0D' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*0%(D' =%(D=' =A@BBBB0B%(D' =0l9 CCBB*<3<*0D' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*0%(D' =%(D=' =A@BBBB0B%(D' =0l9 CCBB*<3<*0D' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*0%(D' =%(D=' =A@BBBB0B%(D' =0l9 CCBB*<3<*0D' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<* 0%(D' =%(D=' =A@BBBB0B%(D' =0l9 CCBB*<3<* 0++0+00 ++0+00 ++0+00 ++0+00 ++0+00 ++0+00 ++0+00 ++0+00 ++0+00 ++0+00 ++0+ 00 ++0+ 00 +*  0L0 zpx(  xr x S  `}   `L  p x#   p x <\-````xo mp  Activity 1E: The Key Components of the GAL Volunteer Role Read the definitions of the four components of the GAL volunteer role. On a Post-it note, write the first word that comes to mind as you consider each of the four terms. Post your notes on the flipchart pages at the front of the room. Listen as the facilitator further describes each of these elements of your work as a GAL volunteer. Where do you see your words in the facilitator s description? (p. 1-17)V<0`0@B;B p x @A `activit iH x 0޽h ? ___f3̙;/f980___PPT10.@K  0L0 4$(  4r 4 S h  `}   r 4 S @ `  H 4 0޽h ? ___f3̙;/f9___PPT10i.׽+D=' -= @B +c  0L0 bZ 8(  8r 8 S  O `}   @L     8#    l 8 <J````8o R   Activity 1F: What Are the Responsibilities of the Job? Listen as the facilitator gives an overview of the responsibilities of the GAL volunteer. In the margin, star the ideas that seem most important to you. In small groups, select your three top ideas to present to the large group. We ll hear from each group. (p. 1-19)V90` 0@B7B p 8 @A `activit iH 8 0޽h ? ___f3̙;/f9___PPT10i.׽P+D=' -= @B +  0L0 |0(  |x | c $a `}   x | c $b `  H | 0޽h ? ___f3̙;/f9___PPT10i.׽P+D=' -= @B +   0L0    (  r  S z `}     <8|``1 #" Pp PThe GAL volunteer has direct and sufficient contact with his/her client to carry out an independent and valid investigation of the child s circumstances, including the child s needs and wants, so as to be able to make sound, thorough, and objective recommendations in the child s best interest. This contact should occur in person to provide the GAL volunteer with firsthand knowledge of the child and his/her unique personality, abilities, and needs. While social contact is permitted with the child to develop trust and a meaningful relationship, the GAL volunteer functions as an objective advocate for the child and not as the child s attorney, caseworker, counselor, or parental figure. The GAL volunteer does not provide direct services to the c